Abstract

This study examined the effectiveness of virtual laboratory and resources in the
teaching and learning of biology in Senior Secondary school Otukpo local
Government area Benue state. Based on these issues, four research questions were
raised and answered. The study was quantitative based evaluation research.
Sample from the study includes 25 biology teachers, and 40 biology students who
were randomly selected from the five schools evaluated the package using a
questionaire and biology achievement test. Data gathered were analyzed using
descriptive statistics including mean and standard deviation. Based on these
findings, it was recommended that, developers of learning packages such as
virtual laboratories should ensure high flexibility of the packages in order to
improve students access to such, on mobile devices and internet, and Government
should assist schools financially by providing needed funds for the development of
contextually relevant learning packages as their benefits to students learning of
biology concepts are enormous.

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 CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of the study
Science and technology education is the bed rock of human civilization and
development. Many of the developed nations were able to achieve their status
development through the knowledge of science and technology. Science in
general is defining as organize body of knowledge about our natural
environment (Achor, 2023). Science is a collection of human endeavor of
assembly public knowledge, usually applicable but forever subject to change
through improvement and refinement. (Hohnbery, 2010). Science is a
systematic enterprise that built and organizes knowledge in form of
explanation and predictions about the universe. Science education has been
widely conceptualized. Okeke (2022) defines Science education as an
integrated field of study that considers both the subject matter of science
discipline (Biology, Physics, Chemistry, and Agriculture) as well as the
processes involved in the teaching and learning of science.
Therefore, science education is the field of study that exposes learners to
contents as well as methodology (processes of acquiring scientific knowledge
for practical application. Science learning is associated with laboratory
activities. Laboratory provides oppurtunities for students to perform various
kinds of hands-on experiment (Demirciognu and Yadigarog). Science
contributes enormously in solving societal problems like quality of life in
many areas such as health, nutrition, agriculture, transportation, information
and communication. (Akpan, 2008). Hence, nations all over the world,
Nigeria inclusive have striving to develop technologically and scientifically
(Adejoh, Amali and Omega, 2013).

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In view of the importance of science to the nation, science education
curriculum is developed at various level of education in Nigeria. National
educational research and development council (NERDC), (2007) stated
science education curricular at the basic education level include basic science
and technology at lower and middle education levels (primaries 1-6) and basic
science at upper basic education level (junior secondary school, JSS 1-3). At
the senior secondary schools level, science education includes; Biology,
chemistry, and physics while at the tertiary education level, the curricular of
science education, chemistry and integrated science among others.
Biology occupies a unique position among science subjects offered at the
secondary school levels. Biology as a science subject plays an important role
in transforming the environment and improving the general quality of life.
Biology is natural science concerned with the study all living things (both
plants and animals). The field of biology holds a paramount place in the
modern world with the sound knowledge of biology in secondary schools;
students will find it easier to study professional courses like nursing,
pharmacy, medicine, dietary, geology among others in higher institutions of
learning. Hence, there is a need for effective and efficient learning and
teaching of biology in our Nigeria secondary schools. For effective and
efficient learning of biology and under science subjects, innovative and
interactive teaching strategies which are students centered must be adopted by
science (biology) teachers.
Okoro (2011) states that, one of the strongest factor affecting students’
academic achievement and retention in sciences and biology particularly is
the method of instruction adopted by the teacher which highly correlated with
their perception of subject relevance to their future career. More so in their
study, Lioyed, Nelson, king and Dyball (2012) find that students negative
2
perception about science result from inappropriate teaching method adopted
by science teachers.
Teaching method are ways through which the teachers organized and present
contents and learning materials to learners (Orisa, 2011). Teaching method
are been categorized into two approaches; namely: Teachers centered
approaches and students centered approach. Teachers centered approaches
include lecture, expository, demonstration, discussion among others. These
teaching approaches see teacher as the only professor of knowledge and there
are grounded in behaviorism. Students centered approaches on the other hand
are grounded in constructivism and students are always active when such
method is used. This instructional method underscores teachers as the
decisive makers and problem solvers but rather as a guide in the learning
process. Examples of students centered learning approaches include enquiry
based learning, discovery method, laboratory method (visual and physical
labs).
However, despite the importance of science to the society, it is quite
disheartening to note that, there is a strong evidence of student’s low
academic achievement and retention in biology and other science subjects in
Nigeria (Adeniran, 2013; Omenka and Eriba, 2013). In Nigeria for instance, a
quite number of students on getting to senior secondary school drop out of
science class (Eriba, 2013). The trend has been described with such terms as a
new swing away from science “and” unimpressive enrollment in science
(Eriba, 2013). There has been persistent poor performance among biology
students and science in general to leading to poor academic achievement and
retention in sciences and biology particularly. Evidence has shown in WAEC
and NECO results of 2011-2015.

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The poor academic achievement and retention in science, and biology
particularly during the corona virus pandemic era is stemmed from
inappropriate and unspring traditional teaching approaches, adopted by
science teachers. The researchers express the view that teachers shy way from
activity oriented teaching approaches that are known to be teaching effective,
they rely mostly on teaching approaches that are easy but most at times
inadequate and inappropriate and thus that leads to poor academic
achievement and retention in biology in our senior secondary schools in
Nigeria.
Many studies have shown that, large or over crowded classes, lack of
adequate textbooks, (indigenous textbooks), prevalence of superstitious
beliefs, insufficient funds to purchase equipment’s, lack of motivation among
teachers, lack of proper monitoring and feedback mechanism have also
contributed greatly to the poor academic achievement and retention among
senior secondary schools biology students in Nigeria and Benue state in
particularly (Bala, 2010; Adejoh, Amali, Omaga, Aderiran, 2013 and
Omenka, 2013).
Several researchers report indicate that students (both Male and Female)
achieve very low In senior secondary schools science subjects especially
biology (Nwagbo, 2001; Azubuike, 2005). Educators today required to be
highly knowledge cable to improve the achievement and perhaps, retention
among students in our senior secondary schools. Teachers have the
responsibility of imparting knowledge and training the current generation
with the needed knowledge and skills in science, particularly Biology fit to
tackle the challenges such as prevalence diseases such as corona virus
pandemic among others. Due to the responsibility to play news roles geared
towards improved teaching quality in schools.
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Biology as subject is a very complex and covers a wide range of knowledge
and that research literature on its education comes with many students’
misconceptions as well as their difficulties as they learn. Science (Skamp,
2012). There is very need for science (Biology) teachers to make environment
conducive to motivate students in Biology to study biology there by,
enhancing their academic achievements and retention. Most teachers teaching
biology at the senior secondary school are inexperienced and perhaps not
qualified. Most of them do teach biology which is a science subject without
taking students to the laboratory for practical so they can a better
understanding based on what taught in the class. As a result of this, students
tends to achieve retain very low in biology. The National policy on Education
maintained that, the minimum qualification for teaching is Nigeria certificate
in Education (NCE), (FME, 2013).
Usman, (2012) stated that, a qualified science teacher is he/she who posses a
teaching certificate in Education to include Nigeria certificate in Education
(NCE), post graduate diploma in education (PGDE) and a Bachelor of science
degree in Education (B.SC (Ed)). A qualified and well experienced science
teacher has the capacity of adopting innovative teaching approaches of
teaching sciences and biology in particular.
Achievements of students in biology in senior secondary schools in Nigeria
are poor and this has been a recurrent problem for many years (Obomanu and
Akporehwe, 2011). Perhaps due to use conventional lecture method where the
teacher employs the “chalk and task” approached, without significant
participation of student’s rote learning the other of the day (Ojekwe and
Ogunleye, 2020). There have been gradual paradigm shift towards the
adoption of innovative teaching and learning process strategy, where the
students are expected to be active participants in the teaching learning process
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(Ogunleye, 2013). Research in science Education have shown that both the
feminist empiricist and the liberal feminist critics seen to agree on is that
females students principles will produce exactly the same scientific
knowledge as males provided that sufficient rigor is undertaken in scientific
enquiry (Howes, 2023; sinnes, 2005). Both male and female senior secondary
school biology students will have same level of achievement and retention
when taught science with practicals is usually conducted in a place called
laboratory. A science laboratory is a room or place that is well equipped with
scientific materials and instruments for the purpose of carrying out practicals
(Bhatt, 2011). There are no regulations controlling the size of individual
school laboratories but adequate space is clearly needed for safe practical
works. A covered room for about 40 pupils is 45x26 (Bhatt, 2011).
Several researchers has revealed the importance of science laboratories as
they enhance the academic achievement and retention of knowledge among
science students in Nigeria secondary schools. Students who are taught
science with practicals will achieve and retain higher than those who are
taught with practical. Lack of laboratories or unequipped laboratories in
Nigeria schools is one of the factors suggest to be responsible for students low
achievements and retention in science, (Adejoh, Amali and Omaga, 2013).
The national policy on Education (2013) recommend the use of innovative
teaching strategies which are both students – centered and practical oriented
for the teaching and learning of science (Biology inclusive).
Similarly, many studies have conducted to ascertain the effectiveness of
science laboratories in organized and conducting practicals for biology.
Report from these empirical studies showed that, students who are taught
science with practicals tend to outperform those taught without practicals. The
use of laboratory in science Education has showed to be effective in the
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development of critical thinking, manipulative skills related to handling
equipment (Hofstein and Kind, 2012).
However, there has been a declined in the academic achievement and
retention in science and Biology inclusive as shown in the WAEC and NECO
examination results of 2020. The percentage of students that passed biology at
credit level and above was consistently less than 50% for the past three years
in Nigeria (WAEC Chief Examiners’ Report, 2016, 2017, 2018 and 2019).
However, West African Examination Council (WAEC, 2016, 2017, 2018 and
2019) reported the weaknesses of candidates and most of the weaknesses are
in practical related topics. For instance, inability to state the aim of
experiment and inability to illustrate relationships between organisms was
reported in 2017. Computers are employed in modern teaching techniques to
conduct experiments to assist teachers to overcome the challenges of student’s
poor achievement in sciences, hence the name computer –assisted instruction
(CAI). Moreover, computers can be used for the instructional purpose in
different modes such as tutorial mode, drill, and practice, simulation modes,
play methods, etc some literatures investigate the uses of computer in
education and instructional relevance of (CAI).
Student’s achievement and retention in biology and other science subjects is
sometime low due to inability of some practical or to be performed in a
conventional lab. Virtual laboratory aids in performing some practicals that
are difficult or not possible to be performed in a real or traditional laboratory
(Yu, Brown, 2007).
Virtual laboratory technique will be very helpful to students in developing
countries like Nigeria where many science schools do not access or cannot
access highly complex equipments.

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1.2 Statement of the problem.
Biology practical in senior secondary schools is bedeviled with challenges
especially in developing countries which Nigeria is among. Some of the
problems faced by senior secondary school in Nigeria include; inadequate
time in carrying out real biology experiments, inadequate equipment for real
laboratory activities, expensive nature of laboratory equipment, and over-
crowded classes. Besides, the advent of the animal right legislations on killing
animals and animophobia by some students make the performance of practical
in traditional laboratory almost infeasible. As a result of these limitations,
there is a persist decrease on the academic achievement and retention of senior
secondary biology students in Nigeria.
Several studies on academic achievement and retention level among Senior
Secondary School in sciences particularly Biology clearly show that, there is
relatively steady decline in student overall achievement and retention in
Biology. This high rate of poor academic achievement and retention may be
as a result of teachers inability to use or adopt innovative strategies to teach
Biology among other factors like lack of fund to purchase text books,
prevalence of superstitious beliefs such as the appearance of nocturnal animals
in the day time is seen as bad omen in some African culture and the death of
human beings in some cultures is attributed to the activities of the witches and
wizard.
Research reports showed that, teacher’s inability to use electronic or virtual
teaching approached such as offline virtual laboratory is the major cause of
poor academic achievement and retention of Senior Secondary students in
Biology. This low achievement and retention in Biology imply that, only few
candidates will apply to study Biology and Biological related courses in
tertiary institution. This study is therefore, to find out the effect of offline
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 virtual laboratory technique on the academic achievement and retention of
Senior Secondary Student in Biology in Otukpo L .G.A.
1.3 Objectives of the study
The main purpose of the study is to investigate the effect of offline virtual
laboratory technique on the academic achievement and retention of Senior
Secondary School Students in Biology in Otukpo L.G.A. specifically, the
study will;
i. Ascertain the influence of offline virtual laboratory on biology student’s
academic performance.
ii. Ascertain the mean retention score of Biology Student taught with offline
virtual laboratory technique and those taught without.
iii. Ascertain the mean academic achievement of male and female Biology
Student taught with offline virtual laboratory technique.
iv. Ascertain the mean retention score of male and female Biology Student taught
with offline virtual laboratory.
1.4 Research Questions
The following research questions will be raised to guide this study.
i. What is the mean achievement scores of Biology Student with offline virtual
laboratory technique and those taught without?
ii. What is the mean retention scores of Biology Student taught with offline
virtual laboratory technique and those taught without?
iii. What is the mean achievement scores of male and female Biology Student
taught with offline virtual laboratory technique and those taught without?
iv. What is the mean retention score of male and female Biology Student taught
with offline virtual laboratory technique?

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1.5 Research Hypothesis
The following hypotheses will be formulated and tested at 0.05 level of
significant.
Ho1: Offline virtual laboratory has no significant influence on biology academic
perfomance.
Ho2: Offline virtual laboratory techniques has no difference between students
taught and those taught without.
Ho3: Virtual laboratory technique has no significant difference between males
and female’s biology students mean achievement score.
Ho4: Virtual laboratory technique has no significant defference between males and
females mean retention score.
1.6 Significance of study
The findings of this research work would be of benefit to Biology teachers,
Students, School administrators, federal and state ministry of Education,
curriculum planners and developers, and researchers.
Biology teachers will be exposed to the use of offline virtual laboratory in
guiding their students to perform or carry out practical which cannot be
carried out in traditional labs due to lack of equipments and materials. The
findings of this research will also help the teachers ‘training institutions in
planning and organizing pre-service and in service training to teachers by
promoting the use of virtual laboratory technique such as the offline virtual
laboratory in the teaching and conducting of practical in Biology.
Student shall find this research work pertinent as it promise guide them to
perform or conduct Biological practical at their own pace and convenient
time with the aid of computers. It will also help to avoid the risks of having
direct contact with chemically preserved specimens and other chemicals
capable of doing them harm in the conventional or traditional laboratory.
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 The findings of this work also can be relevant to the federal and state
ministries of Education since it will lead to complete or partial over-haul or
teaching strategies being employed presently and adopt offline virtual
laboratory strategies in teaching and conducting of practical.
To the curriculum planners and developers, the findings may help to include
the use of offline laboratory technique in the planning, development and
implementation.
Finally, this research work will also be useful to other researchers as its
findings when published in a journal upon completion may be used as a
reference material.
1.7 Scope of the study
This study is restricted to the Senior Secondary School student Biology in
Otukpo L.G.A. The study is intended to investigate into the impact of offline
virtual laboratory technique on the academic achievement and retention of
Secondary School Student in Biology in Otukpo L.G.A. The study will be
carried out in Senior Secondary School. The choice of SS1 Biology Students
is that student in these class are being prepared for external Biology
examination and need to have a good understanding of the Biological
concepts through practicals. The content coverage are digestive and
cardiovascular systems in mammals.
1.8 Operational Definition of Terms.
i. Effect: Refers to a change that is as a result of consequence of an action or
other cause or it is a change that results when something is done or happens.
ii. Offline Virtual Laboratory: Act of using a computer device to perform or
carryout practical’s without internet.
iii. Achievement: This is the extent to which a given task is successfully carried
out towards attainment of set goals
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iv Retention: Ability to remember the past happening
v Biology: It is define as a natural science concerned with the study of living
things.

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 CHAPTER TWO
2.0 LITERATURE REVIEW
This section present, literature very relevant to the study, the literature is
reviewed on theoretical framework, conceptual framework, and review of
related empirical studies and summary of literature review.
2.1 Theoretical framework
2.1.1 Siemens and Downes Constructivism Theory of Learning (2005)
Unlike past theories, connectivism is an idea that believes learning can happen
from outside. The foundation of this theory is based on an understanding that
any decision taken at one point of time may change due to rapidly altering
foundations. New information is continuously being generated and acquired.
The most important element in this theory is to develop an ability to
differentiate between important and unimportant information. The ability to
recognise information that gets altered due to a change in the landscape is also
critical (Siemens 2005). Half an Hour Blog Posts defines connectivism as, ‘At
its heart, connectivism is the thesis that knowledge is distributed across a
network of connections, and therefore that learning consists of the ability to
construct and traverse those networks’1. According to Downes, the concept of
connectivism, as it has been used when applying ideas from biological models
of the brain to neural networks in machine learning, treating the neural
network as part of a whole: The overall view that a strongly interconnected
neural network and its firing patterns must be considered as part of a whole
became an important principle of orientation in the study of the nervous
system; it is referred to under the name of connectivism. Downes (in 2005)
said connectivism begins when an individual turns to digital technology to
solve a problem. This can include actions such as googling a question, texting
a friend, or searching for topical social media content. Connectivism Learning
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 Theory posits that the use of digital technology helps to solve a problem and,
in turn, deepens the understanding of a topic.
According to assumptions to this theory learning is a process of connecting
specialized nodes or information sources which may reside in non-human
appliances (Siemens, 2005, p. 7). Connections which enable people to learn
more, are more important than their current state of knowing, therefore
nowadays the ability to recognize connections between fields, ideas and
concepts is a core skill, and ability to determine which information is
important is especially vital for both teachers and learners. Teacher’s role is to
lead learners to information, answer questions to support their learning and
encourage them to seek and share information (Connectivism /Siemens,
Downes/, 2016). In summary, briefly described learning theories present
different approaches to teaching and learning, attributing different roles to
teachers and learners, assigning different motives to them, proposing different
techniques and methods of teaching and learning. Each theory has both
proponents and opponents, using a wide array of arguments for or against a
particular theory. And each of these theories brings something new,
interesting and inspiring to teaching and learning processes that in certain
environments, circumstances, and in relation to certain groups of learners, can
bring excellent results. Behaviorism, cognitivism and constructivism are
theories most often utilized in the creation of instructional environments.
George Siemens developed connectivism learning theory by mapping out his
eight guilding principles.
i. Learning and knowledge rest in a diversity of opinions. Perspectives from
a variety of sources deepen our understanding.

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ii. Learning is a process of connecting. When we build relationships with
colleagues, we open ourselves up to new skills, thoughts, and ideas we might
not otherwise have access to.
iii. Learning may reside in non-human appliances. Learners may store
information in a digital way, like in an app, social media post, or video.
Similarly, a community of learners may store information in a database or
forum.
iv. The capacity to know more is more critical than what is currently
known. As Siemens says: “Our ability to learn what we need for tomorrow is
more important than what we know today.”
v. Nurturing and maintaining connections is needed to facilitate continual
learning. This brings people together and forms a long-term learning
environment.
vi. Ability to see connections between fields, ideas, and concepts is a core
skill. We must learn how to build a bridge to connect point A to point B. That
bridge itself is a new learning opportunity.
vii. Accurate, up-to-date knowledge is the intent of all Connectivists
Learning. When we work together, our understandings are constantly being
reinforced and updated.
viii. Decision-making is it a learning process. What we know today may
change tomorrow. If up-to-date information is the intent of connectivism, we
must accept that our knowledge will need to continuously evolve as new
understandings present themselves.
2.1.2 MILLERS INFORMATION PROCESSING THEORY OF
LEARNING (2005)
In 1956 George A. Miller was among the first to apply a step-by-step theory
to information processing by relating it to the way that high-speed
15
computers processed information. He proposed that, similar to a computer,
the human mind takes in information, performs operations on it to change its
form and content, stores and locates the information, and then generates
output of some type. According to Miller's theory, information processing in
humans involves gathering and representing information (encoding), holding
information (retention), and getting at the information when necessary
(retrieval). In addition to comparing information processing of humans to
that of computers, Miller made a significant contribution to the
understanding of information processing with his concept of chunking as
related to short-term memory. He proposed that individuals could only store
five to nine chunks, or meaningful units, of information in their short-term
memory. Anything from digits to words to people's faces were considered to
be chunks of information. The concept of chunking was one of Miller's
major contributions, because it became a basic element of later theories of
memory and then later proposed the three model stages that involved in
memory:
1. Input or sensory registry: Sensory registry involves input from sight
and sound and processing at this level occurs in 3 to 5 seconds.
2. Short-term memory: During the short-term memory stage,
information is transferred to short-term memory, where it can remain
for 15 to 20 seconds. Typically, five to nine chunks of information can
be recalled from short-term memory. and
3. Long-term memory: Short-term memory capacity can be increased by
chunking information into manageable units or by rehearsing
information until it is committed to memory. During the third and final
stage, information for future reference is stored in long-term memory,
which is thought to have an unlimited capacity.
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2.1.3 Jerome Saymon Brunner’s psychological/cognitive constructivism
theory (1966)
Constructivist theory Constructivism is a theory that aims to explain
what knowledge is and how it is acquired. The literature reveals that a
general set of constructivist learning principles have evolved from the
theory’s initial development in the early 20th century to the present:
(a) that learning is an active process; (b) that learning is a social activity;
(c) that learning is contextual; (d) that learning consists both of constructing
meaning and constructing systems of meaning; (e) that prior knowledge is
needed for an individual to learn; (f) that learning involves language; (g) that
learning is a longitudinal, adaptive, recursive process; (h) that the
development of meaning is more important than the acquisition of a large set
of concepts or skills; and, (i) that motivation is essential for learning. (see for
example, Black, 1995; Brooks & Brooks, 1993; Brown et al., 1989; Bruner,
1966, 1978; Fosnot, 1996; Leont’ev, 1978; Newmann et al., 1995; Piaget,
1976; Resnick, 1985; Vygotsky, 1986). The constructivist paradigm —
which is made up of two major strands,
1. Cognitive Constructivist Theory and
2. Social Constructivist Theory
Each with its own core emphases — is complex, with tightly interwoven
explanations for phenomena in its many constituent parts. The literature
reveals that much educational research and many variations of instructional
design that make use of these constructivist principles, or that use the
generalized terms constructivist or constructivism in their titles, co-opt
elements from both strands of the paradigm. Cognitive constructivism is a
structuralist learning theory that explains how a learner develops knowledge
of his or her world through staged, mental adaptation.
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2.2 Conceptual Framework
2.2.1 Virtual Laboratory Technique
Virtual lab technologies were proposed by the National Science
Foundation’s (NSF) task force to upgrade the state of STEM education as a
dynamic response to the sustainable preparation of the population for
complex global challenges in the twenty-first century (Borgman et al.,
2008). Researchers have shown that virtual labs could help make science
concepts in general and biology in particular more concrete (Olympiou et
al., 2013) and meaningful for students without requiring complex and costly
equipment (Elangovan & Ismail, 2014; Makransky et al., 2019; Marbach-
Ad et al., 2008). 3 http://ijlter.org/index.php/ijlter several pedagogical
advantages have been highlighted regarding virtual lab use in education. For
instance, by using virtual labs, teachers can easily explain complex
theoretical concepts through a visual and immersive experience that can
make it simpler for students to understand the subject (Smetana & Bell,
2012). With virtual labs, students try various experiments in risk free
environments without fear of damaging equipment. In addition, students can
conduct the same experiment multiple times to ensure an understanding of
the concept. Virtual labs allow teachers to capture students’ attention and
ensure their engagement and motivation (Babateen, 2011). Furthermore,
virtual labs help students to learn at their own pace as they can prepare and
perform laboratory experiments at any time and place. With virtual lab
technology, teachers and students can explore topics that would otherwise
be unworkable in conventional classes (Smetana & Bell, 2012).
Information and communication technology is increasingly penetrating
almost all domains of human life, including education. In addition, with the
current global trend of achieving twenty-first century learning skills, where
18
digital literacy is one of the core goals, there is an increasing,
understandable desire to bring more educational technologies into the
classroom (Dakhi et al., 2020; Smetana & Bell, 2012; Tarbutton, 2018).
Globally, researchers and practitioners agree that educational technology
can transform the learning process by providing teachers and students with
access to relevant resources when integrated into teaching. However, to be
successful, educational technology should enhance the achievement of
learning objectives, because effective technology should enable students to
achieve critical thinking by creating a shift from memorizing factual
knowledge to understanding principles and applications. Like any other
science subject, the teaching of biology inevitably requires laboratory
exercises as a part of the practical skills acquisition process (Borgerding et
al., 2013). Indeed, most biology topics heavily rely on practical activities,
especially in laboratories (Çimer, 2012; Vijapurkar et al., 2014).
In addition, research has shown that laboratory activities can potentially
develop students’ intellectual abilities, such as critical thinking, scientific
inquiry, and practical skills. When students have no access to laboratory
activities and experiences, they often meet with difficulties in the learning of
biology, especially in molecular biology topics (Boulay et al., 2010; Sammet
& Dreesmann, 2017; Tibell & Rundgren, 2009). Literature has shown that
technology can provide students with laboratory experience and enhance
learning, However, the question to be asked is which kind of technology can
provide students with authentic scientific practice and help them move from
memorization to a deeper understanding of concepts and applications.
Research has shown that using inquiry-based and learner-centered
technologies that allow students to manipulate and observe scientific
phenomena.
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 2.2.2 Types of Virtual Biology Laboratory
One way technology has benefited education is the emergence of virtual
labs. Virtual labs are virtual environments designed for various experiments;
through them the real science lab is simulated to link the practical side with
the theoretical side. The Virtual Biology Laboratory are:
 Remote Triggered Labs: Remote laboratory (also known as online
laboratory or remote workbench) is the use of telecommunications to
remotely conduct real (as opposed to virtual) experiments, at the
physical location of the operating technology, whilst the scientist is
utilizing technology from a separate geographical location.

The benefits of remote laboratories are predominantly in engineering

education:

 Relax time constraints, adapting to pace of each student, if there was

insufficient time in lab
 Relax geographical constraints, disregarding the physical locality of the
student
 Economies of scale, as sharing labs allows sharing of large fixed costs of
traditional buildings
 Improve quality of experiment, as it can be repeated to clarify doubtful
measurements in lab
 Improve effectiveness, as student may improve effectiveness of time spent at
lab by rehearsal
 Improved safety and security, as no risk of catastrophic failure
 Measurement Based Labs: M-Lab is an open source project with
contributors from civil society organizations, educational institutions, and
private sector companies dedicated to: Providing an open, verifiable

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 measurement platform for global network performance. Hosting the
largest open Internet performance dataset on the planet.
 Simulation/ Modeling Based Labs: The Laboratory for Modeling and
Model-Based Development Methods is concerned with the creation,
implementation and validation of simulation models of electromechanical
systems. Taking into account the physical relationships and their
mathematical description, real systems can be transformed into models.
VLab-Bio is designed as a support tool to learn Biology. The addition of
information and learning modules into the VLab-Bio is one of the
challenging tasks. Effective learning components should be embedded by
various means,
not only about the experiments but also related theories and stories. Some of
the means by which this may be done
Include:
(i) Photographs and figures of machines and different apparatus provided
in the VLab Explore module, so that users will know the apparatus and
descriptions used in the process of tissue culture and animal cloning.
(ii) Audio and video are also added in the VLab-Bio programmes. These
demonstrate the narrator in the scenario episodes, experimental procedure
and instructions that students have to follow.
(iii) User manuals are provided before starting the experiment. The manual is
designed as a guide for users to explore the VLab-Bio.
(iv) Learners have to search through the laboratory to find the active icons, to
go through steps of the tissue culture process. They are asked to watch two
episodes of the short story scenarios that relate to the purpose of learning
about tissue culture process.

21
 Ten Advantage of Virtual Labs
1- Take part in solving the issue of funding experiments and their limited
resources.
2- Offer a safe workspace around lab material, where virtual labs allow the
students to work from-a-far and not get in direct contact with hazardous, toxic
or radioactive substances. This way of work is effective in avoiding laboratory
accidents.
3- Facilitate and give accurate results of some experiments that may require
complicated and expensive appliances.
4- In cases of limited equipment and funding, virtual labs provide teachers
with practical applications of the curriculums to help them cover the different
aspects of their courses and give students a chance of understanding the
scientific material well.
5- Enable students and teachers to study and prepare their experiments from
any place and at anytime with 24/7 unlimited accessibility.
6- Allow the students to recon duct their desired experiments many times,
until they grasp all the information.
7- Without being put at risk, virtual labs give students the chance to determine
and control the experiment’s various inputs, change the conditions and
observe the resulted readings and outputs.
8- Participate in saving money for educational institutions.
9- Authorize teachers to electronically keep an eye over their students’
progress, guide them through the experiments, and evaluate them.
10- Add entertainment factors to the experiment, in order to grab the students’
attention and focus while conducting their experiments.
 Nine Benefits of Virtual Labs
1- Virtual labs motivate students to conduct laboratory experiments.
22
2- They satisfy the scientific passion of students, allowing them to access the
various experiments easily regardless of time or place.
3- Increase the understanding of scientific courses in physics, chemistry and
biology; and Increase student achievement.
4- Eliminate boredom, as it provides fun during the experiments.
5- The virtual labs will increase the scientific research rates because it saves
time and effort and enables researchers to use their time more effectively.
6- The virtual labs will enable students to use modern technology and enable
them to follow the tremendous progress of the information revolution.
7- Students will be able to use the scientific method of problem-solving.
8- Developing teaching and learning methods that will lead to the
effectiveness of the educational process.
9- Increased communication between students and each other on the Internet,
which helps with the exchange of ideas and experiences.
 The Importance of Using Virtual Labs to keep Up with Digital age
As the world undergoes a radical transformation in techniques and methods of
education and the use of digital devices in education, it is essential that
educational institutions keep up with that transformation in order to help their
students compete in the labor market and fields of research.
It is clear to us that the digital age will only open the way for those who can
keep up with it and have technological skills that enable them to adapt to the
technological applications in all aspects of life.
Scope of Virtual Laboratory
Practical experience is an important component of the educational process.
However, the time and economical resources often required for the setting up
and construction of scientific laboratories is outside the scope of many
institutions.
23
A solution to this problem could be found in the adaptation of the Virtual
Reality technology, which could allow the creation of Virtual Laboratories,
which will simulate the processes and actions that could take place in real
laboratories.
For example, educational virtual laboratory, aims to meet the requirements of
a real laboratory and furthermore to support communication and collaboration
services.
Virtual labs will allow users to perform experiments on educational fields,
such as Physics or Chemistry or biology in 3D multiuser worlds where users
are represented by avatars and they are offered a wide range of
communication and collaboration on services in order to simulate efficiently a
real learning experimental process.
2.2.3 Traditional Biology Laboratory
In the traditional laboratory practical teaching strategy, learners are
accustomed to concepts, rules and generalization given them that they lack the
initiative to engage in meaningful inquiry. Students see no connection
between asking questions and discovering cause-effect relationships.
Fafunwa as cited in Ugwuanyi (2014) stated that Nigerian society is in an
ambivalent position and so is the child from this environment. Fafunwa
explained further that the Nigerian children who are wholly brought up in a
traditional environment leave the home for school and thereby entering into
another educational system quite different and strange from the one they were
brought up in and are accustomed to. Any assumption that he or she could
easily adjust to such a dramatic and drastic change without creating a suitable
link between the local environment and school science is bound to fail. For the
child to accept and adapt to a newfield of knowledge, the gap between his or
her culture and the new field of knowledge has to be bridged.
24
2.2.4 Concept of Biology
Biology, study of living things and their vital processes. The field deals with
all the physicochemical aspects of life. The modern tendency toward cross-
disciplinary research and the unification of scientific knowledge and
investigation from different fields has resulted in significant overlap of the
field of biology with other scientific disciplines. Modern principles of other
fields chemistry, medicine, and physics, for example are integrated with
those of biology in areas such as biochemistry, biomedicine, and biophysics.
Biology is subdivided into separate branches for convenience of study,
though all the subdivisions are interrelated by basic principles. Thus, while it
is custom to separate the study of plants (botany) from that
of animals (zoology), and the study of the structure of organisms
(morphology) from that of function (physiology), all living things share in
common certain biological phenomena for example, various means
of reproduction, cell division, and the transmission of genetic material.
Biology is often approached on the basis of levels that deal with
fundamental units of life. At the level of molecular biology, for example, life
is regarded as a manifestation of chemical and energy transformations that
occur among the many chemical constituents that compose an organism. As
a result of the development of increasingly powerful and precise laboratory
instruments and techniques, it is possible to understand and define with high
precision and accuracy not only the ultimate physiochemical organization
(ultra structure) of the molecules in living matter but also the way living
matter reproduces at the molecular level. Especially crucial to those
advances was the rise of genomics in the late 20th and early 21st centuries.

25
2.2.5 Properties of life

All groups of living organisms share multiple key characteristics or functions:

order, sensitivity or response to stimuli, reproduction, adaptation, growth and
development, regulation, homeostasis, and energy processing. When viewed
together, these eight characteristics serve to define life. Organisms are highly
organized structures that consist of one or more cells. Even very simple, single-
celled organisms are remarkably complex. Inside each cell, atoms make up
molecules. These in turn make up cell components or organelles. Multi cellular
organisms, which may consist of millions of individual cells, have an advantage
over single-celled organisms in that their cells can be specialized to perform
specific functions, and even sacrificed in certain situations for the good of the
organism as a whole. How these specialized cells come together to form organs
such as the heart, lung, or skin in organisms like the toad.

2.2.6 Branches of Biological study

The scope of biology is broad and therefore contains many branches and sub
disciplines. Biologists may pursue one of those sub disciplines and work in a
more focused field. For instance, molecular biology studies biological processes
at the molecular level, including interactions among molecules such as DNA,
RNA, and proteins, as well as the way they are regulated. Microbiology is the
study of the structure and function of microorganisms. It is quite a broad branch
itself, and depending on the subject of study, there are also microbial
physiologists, ecologists, and geneticists, among others. Another field of
biological study, neurobiology, studies the biology of the nervous system, and
although it is considered a branch of biology, it is also recognized as an
interdisciplinary field of study known as neuroscience. Because of its
26
interdisciplinary nature, this sub discipline studies different functions of the
nervous system using molecular, cellular, developmental, medical, and
computational approaches.

In a nutshell, Biology is the science of life. All living organisms share several
key properties such as order, sensitivity or response to stimuli, reproduction,
adaptation, growth and development, regulation, homeostasis, and energy
processing. Living things are highly organized following a hierarchy that
includes atoms, molecules, organelles, cells, tissues, organs, and organ systems.
Organisms, in turn, are grouped as populations, communities, ecosystems, and
the biosphere. Evolution is the source of the tremendous biological diversity on
Earth today. A diagram called a phylogenetic tree can be used to show
evolutionary relationships among organisms. Biology is very broad and includes
many branches and sub disciplines. Examples include molecular biology,
microbiology, neurobiology, zoology, and botany, among others.

2.2.7 Students Achievement in Biology

In today’s climate of school accountability, it is important to investigate the

level academic achievement of students. It is because of the massive failure of
students in SSCE-Biology subject. Frightened by the declining in the
performance of students in biological science, Individual science association
such as Science Teachers Association of Nigeria (STAN) have worked tirelessly
for almost two decays to deal decisively on students’ academic under
achievement in science by developing innovative teaching strategies that would
improve learning of science.

27
Students’ Academic Achievement in Biology Subject in Secondary Schools the
teaching of biology as a subject in secondary schools is faced with many
problems. The poor academic achievement of students in biology as indicated in
the report of WAEC and National Teachers Institute (NTI) as well as the result
of state common entrance examination has come a persisted public outcry as
regards the falling standard of biology education. Science subjects are already
facing a problem. This is mostly in the area of availability of laboratories and
other teaching facilities in their right number of students studying science.
Biology is very important subject; it has to be given more priority. It enables one
to understand himself and his intermediate environment.

Nevertheless, the knowledge acquired in Biology subject is applied in many

fields as Medicine, Biochemistry, Pharmacy, Microbiology and Agriculture
among others. Students’ achievement in Biology subject in Senior Secondary
Certificates Examination (SSCE) has been unsatisfactory over many years.
Various reasons have been attached to this problem by scholars. Dinah (2013)
concluded that, availability of text books, laboratory apparatus and other
learning resources contribute significantly to the performance of students in
Biology examination. He added that, students with positive attitude towards the
subject register better performance than those who had a negative attitude.
Those with positive attitude are motivates to work hard and this is reflected in
the good marks scored in the examination. Suman B. (2011) conducted a
research on influence of parents’ education and parental occupation on academic
achievement of students. He concluded that education and occupation of parents
positively influence the academic achievement of children. Femi (2012)
concluded that education qualification of parents and health status of students
are significant factors that affect the academic performance of students.

28
 According to Akinsanya et al. (2014) parents’ education has the highest
significant influence on the academic achievement of students. This is because
the child from educated family has a lot of opportunities to study hard due to
his/her access to internet, newspaper, television. They can also taught extra
lessons at home. Students raised from an illiterate family have limited access to
that. It has been observed that the falling academic standard and the influencing
factors include the economic status of the parents. Osuafor (2013) in their
research on influence of family background on academic achievement of
secondary school Biology students revealed that family structure, parents’
occupation and educational level of parents did not have significant influence on
students’ achievement in biology.

2.2.8 Retention in Biology

Biology is a field of natural science that is concerned with study of living things.
Biology has a great position in the secondary school education curriculum due to
its significance as a life science. (Iji, 2010). Retention is also the ability to store
facts and remember things easily (Aninweze, 2014). This implies that if there is no
proper storage structures developed in the learners, information recalling may be
stained and consequently resulting to poor achievement. Many researchers such as
Osemwinyen (2009) supported by the assertion of poor achievement and retention
in biology is as a result of poor instructional approach such as lecture/ expository
approach, demonstration, discussion and so on. These poor instructional
approaches place a greater emphasis on information transfer through memorization
(Ibe & Nwosu, 235 International Journal of Psychosocial Rehabilitation. The
shortcomings of these traditional instructional approaches resulted to the persistent

29
search by researchers for innovative ways to stimulate effective teaching/learning
of Biology.

2.2.9 Gender and Biology achievement and retention

Most times teaching in the secondary schools utilize verbal techniques were
the teacher does most of the talking, leaving the student to play passive rules
in the class. Learning is an active process in which meaning in accomplished
on the basing of experience (Otuka & Uzueechi 2009). Zember and Blume
(2011) report that most studies show that girls perform better than boys in
schools. Abubakar and Oguguo (2011) in their comparison, found no
significant difference between the performance of boys and girls. This agrees
with Uduosoro (2011) who found no significant different between the
performance of boys and girls.

There is definitely no single method of teaching that can bring about all the
desired outcome; however, research has shown that cooperative learning has
proved to be very helpful in enhancing achievement in learners. The jigsaw
cooperative method has been used to teach with tremendous results. Gocer
(2010) using jigsaw to teach literary genres. Results showed that student
taught using the jigsaw methods perform better than those taught using the
conventional methods. Tahar and Acar (2012), using jigsaw methods to teach
chemistry formed it to yield better result than the conventional methods.
Literature is abundant on the effectives of the jigsaw methods (Abidin 2013;
karacop and Doymus 2013) Research reports are not explicit on the effect of
gender on achievement.

30
2.2.10 Dissection

Plant and animal bodies are dissected to analyze the structure and function of
its components. Dissection is practised by students in courses
of biology, botany, zoology, and veterinary science, and sometimes
in arts studies. In medical schools, students dissect human cadavers to
learn anatomy. Dissection is used to help to determine the cause of death
in autopsy (called necropsy in other animals) and is an intrinsic part
of forensic medicine.

A key principle in the dissection of human cadavers is the prevention of

human disease to the dissector. Prevention of transmission includes the
wearing of protective gear, ensuring the environment is clean, dissection
technique and pre-dissection tests to specimens for the presence of HIV and
hepatitis viruses. Specimens are dissected in morgues or anatomy labs. When
provided, they are evaluated for use as a "fresh" or "prepared" specimen. A
"fresh" specimen may be dissected within some days, retaining the
characteristics of a living specimen, for the purposes of training. A "prepared"
specimen may be preserved in solutions such as formalin and pre-dissected by
an experienced anatomist, sometimes with the help of a diener.
Dissection (from Latin dissecare "to cut to pieces"; also
called anatomization) is the dismembering of the body of a deceased animal
or plant to study its anatomical structure. Autopsy is used
in pathology and forensic medicine to determine the cause of death in humans.
Less extensive dissection of plants and smaller animals preserved in
a formaldehyde solution is typically carried out or demonstrated
in biology and natural science classes in middle school and high school, while
extensive dissections of cadavers of adults and children, both fresh and

31
preserved are carried out by medical students in medical schools as a part of
the teaching in subjects such as anatomy, pathology and forensic medicine.
Consequently, dissection is typically conducted in a morgue or in an anatomy
lab.

Dissection has been used for centuries to explore anatomy. Objections to the
use of cadavers have led to the use of alternatives including virtual
dissection of computer models.

In the field of surgery, the term "dissection" or "dissecting" means more

specifically to the practice of separating an anatomical structure
(an organ, nerve or blood vessel) from its surrounding connective tissue in
order to minimize unwanted damage during a surgical procedure.

2.3 Related Empirical studies

Azuka (2015) carried out a research on the effectiveness of laboratory and
resources in the teaching and learning of biology: the study of Biology
provides students with basic life skills and processes that helps to prepare
them become productive members of the society. For this reason there is need
for teachers to teach it effectively. This can only be achieved when teachers
are favorably disposed to using the appropriate methods and resources in
teaching and learning the subject. For science teachers to play their roles in
teaching biology effectively, laboratory facilities should be made available
and utilized appropriately, this would also improve the performance of
students. The poor performance of students in Biology especially at Senior
School Certificate Examinations (SSCE) level has become a source of concern
to all stakeholders in education in the country (Imogie, 2010). One of the
major reasons for this is the unavailability of or in appropriate utilization of

32
laboratory facilities in the teaching of Biology by secondary school teachers
(Orji &Ebele Asiyai, 2012).

(Daluba, 2012) carried out a study on the effectiveness of laboratory and

resources in the teaching and learning of biology: according to a review of
student’s performance in Biology in the West African Senior Secondary
Certificate Examination (WASSCE) from 2005 to 2013 in Nigeria, it was
revealed that there was a fluctuation and downward trend in the students’
performance. This has attracted a lot of concern among science educators. In
order to achieve the objectives, aspirations of the government, and to improve
the performance of students in Biology, efforts need to be made towards
improving teaching and learning of the subject. Effective teaching and
meaningful learning of Biology at secondary school level depends to a large
extent on the availability, utilization and management of both human and
material resources.

Teaching of Biology cannot be effective without interaction between the

teacher, students and the environmental resources. The Biology curriculum is
planned to enable the teacher use activity oriented, child-centered approach
(guided inquiry) to teach Nzewi and Nwosu (2010) laboratory resources can
therefore be said to be supplies of teachers, learners, laboratory
assistants/technologists, instructional materials and other necessary devices
made available to the school in order to increase the wealth of knowledge,
which gives help, support in the teaching and the learning process in
secondary schools.
Chimezie, Ike and Iwu (2002) carried out a research on the effectiveness of
laboratory and resources in the teaching and learning of biology: Laboratory
material resources also bear educational terminologies like: instructional

33
materials, teaching materials, educational media, teaching aids, instructional
facilities and instructional media. Pointed out that these are devices which
present a complete body of information and largely self supporting rather than
supplementing in the teaching learning process. Educational material
resources are things which are manipulated, seen, heard, read or talked about
plus instruments which facilitate such activity (Okafor, 2000). Such material
resources Okafor continued are both tools for teaching and avenues for
learning. They include textbooks, chalkboards, model/mock-ups, television,
radio and other projected as well as non-projected devices. This study
therefore seeks to investigate the availability and the extent to which the
available laboratory resources are being utilized in Teaching and learning
Biology in Otukpo Local Government Area, Benue State.

2.4 Summary of Literature Review

Many authors have the opinion that, the effectiveness of laboratory and
resources to the teaching and learning of biology showed that, the several
studies on academic achievement and retention level among Senior Secondary
School in sciences particularly Biology is relatively steady decline in student
overall achievement and retention in Biology. This high rate of poor academic
achievement and retention may be as a result of teacher’s inability to use or
adopt innovative strategies to teach Biology among other factors like lack of
fund to purchase text books etc. The teaching and learning of biology should
always involve the qualified teachers of biology.

In providing the needed or required staff, teaching aids to be used by the

teachers and students, necessary funds, laboratory equipments and conducsive
environment and library textbooks, the teaching and learning of biolgy will be

34
enhanced. All these will give rise to interest in the subject Biology by students
and teachers.

35
 CHAPTER THREE

3.0 METHODOLOGY

This section presents the procedures that will be followed in carrying out this
study, the procedures include, Research Design, Area of study, population of the
study, sample and sampling technique, instrument for data collection, Validation of
the instrument, Reliability of the instrument, Method of data collection and Data
Analysis.

3.1 Research Design

The research design that will be used for this study is Quasi-experimental design of
non-equivalent group. Specifically, non-randomized, pre-test, Post-test control
group design. This design will be adopted and considered appropriate for the study
because of intact classes will be used for the study, Kurumuh, etal (2012) and Egbe
(2016) observed that, this research design is appropriate for use where intact
classes are to be used in a study. The design will also be adopted because it is not
possible for the researcher to have a complete randomization of the subject as this
would have disrupted the normal classroom organization. Both experimental and
control groups will be given the same pre-test before treatment and post-test after
the treatment.

3.2 Area of the study

The area of study was Otukpo Local Government Area, Benue state. The selected
senior secondary schools are:

1. Wesley High school, Otukpo

2. Odumu Ocheibi memorial College Edikwu, Otukpo
3. Saint Paul secondary school, Otukpo

36
 4. Jesus College secondary school Otukpo
5. Ewulo College, Otukpo

3.3 Population of the Study

The population of the study is 100 Senior Secondary School Biology students, and
25 biology teachers from five selected Secondary Schools in the study area who
offer Biology. These students were considered to be population for this study
because of their similarity of their schools in terms of learning facilities, provision
of computer laboratories availability of Biology teachers, as well as teachers and
students’ exposure to computer-based learning.

3.4 Sample and sampling technique

The sample size of this study consisted 100 Biology students and 25 biology
teachers that will be drawn from five secondary Schools in Otukpo Local
Government Area (45 males and 55 females’ students). The purposive sampling
technique was used for the selection. A sample random sampling technique using
balloting otherwise known as likely dip (hand dip without replacement) was used
in the selection and allocation of schools to represent the experimental and control
groups. The school names will be written on pieces of paper, and folded and put in
an open container. The first two schools selected will be allocated to the
experimental groups and the last three selected will be allocated to the control
group. The experimental group will be taught using virtual Biology laboratory
(VBL) while the control group will be taught with traditional Biology Laboratory.
The Secondary schools that constitute the sample were of comparable standard and
purposively selected based on the following criteria; The schools must have
computer facilities, the schools must have laboratories facilities, Co-educational

37
because gender is a moderating factor in the study, School must have at least one
professional Biology teacher with a NCE or B.sc Ed.

3.5 Instrument for Data Collection

Three instruments will be used for data collection. The instruments are Biology
Achievement Test (BAT), Biology Retention Test (BRT) and Virtual Biology
Laboratory.

3.5.1 Biology Achievement Test (BAT)

The Biology Achievement Test will be developed by the researcher from content
scope of the study. The BAT consisted of two (2) parts. Namely A and B.Part A
provided the bio-data (demographic variables) of the research subjects while part B
contained the actual test. The part B consisted of 30 items which will be drawn
from Biology curriculum with four options A-D each.

3.5.2 Biology Retention Test

Biology Achievement Test (BAT) will be reshuffled as Biology Retention Test

(BRT). The only difference between BAT and BRT is the rearrangement of test
items. The BRT will be administered to the students after one week of BAT post-
test administration. This period of time is sufficient enough to ascertain whether
students could retain the knowledge acquired after being taught by the teacher
Custer (2010).

3.5.3 Virtual Biology laboratory Package

Virtual Biology laboratory package (V.B.L.P) will be also adopted by the

researcher. Virtual Biology laboratory package is developed using Adobe flash
CS6. Virtual Biology Laboratory is a multimedia format for carrying out animal

38
dissection (small animal) to study internal vital organs. The package will be
adopted by the researcher in collaboration with a computer program. The virtual
biology laboratory is an interactive, engaging and self-study package. The package
will be structured covering content scope of the study. VBL will be used by the
students individually and collaboratively. Virtual biology laboratory package for
dissection was develop by a computer programmer by making use of the design
specification and procedural practical manuals and will be adopted by the
researcher. The package consists of two topics that can be experimented on in four
periods. The package was produced using photoshop. Pinnacle 15 and macromedia
16.0 software. All the graphics, animations and text will be integrated based on the
lessons and arranged based on activity sequence. The information will then be
burned in to compact disk (CD) using CD/DVD burning software.

3.5.4 Virtual Biology Laboratory manual

The following general steps should be taken to use developed virtual Biology
Laboratory (VBL) in carrying out offline virtual dissection of the selected internal
systems

i. Insert the VBL CD into the computer CD drive and wait for a while for
the CD to load and show the home screen of the package
ii. Click on the topic you want to conduct dissection on from the home
screen.
iii. Click on the dissection kit tab on the screen to display tools for
dissection.
iv. Click on the dissection kit tab on the screen to pick the animal and place
it on the dissection table

39
 v. Follow step by step procedure to use the implement to cut open the
animal, observe and identify the surface anatomy of the system and
organs under study.
vi. Use the pointer handle to magnify an organ and name such an organ.
vii. Double click on each of the parts (organs) to have information in a text
form on that Sport (organ).
viii. Click on the home icon on the screen to return to the home screen of the
package Press the eject button on the home screen to remove the CD
from the computer CD- 3.6 ROM
3.6 Reliability of the instrument.

For reliability of the instrument, the Biology Achievement Test (BAT) and
Biology Retention test (BRT) and virtual Biology lab test were trial tested using
students of Wesley High School, Otukpo. This set of students will be considered to
be most appropriate for pivot study because they possess similar characteristics to
those that are to be used for the study. After the administration of (BAT), (VBL)
and (BRT), the researcher therefore determined the internal consistency of BAT
using Kuder-Richard son's formula (K-R20). The reliability of the instrument
(BAT) was found to be 0.95 using Kunder-Richard formula(K-R20) Kuder-
Richard son's formula was considered for the determination of internal consistency
because, Ezeh (2015) and Emaikwu(2011) stated that Kuder-Richardson's formula
is a suitable for a test that is dichotomously scored.

3.6.1 Validation of Instrument

The Biology Achievement Test (BAT) and Biology Retention Inventory (BRT)
will be given face and content validation by an expert. Expert from science
education department, Joseph Sarwuan Tarka University, Makurdi. While Virtual
Biology Laboratory package will be given face and content validation by an
40
Educational Technology expert in the department of Educational foundations and
general studies, Joseph Sarwuan Tarka University, Makurdi. The expert was
requested to check or validate the instrument on content coverage, clarity or
simplicity of language of items, appropriateness of the items constructed and the
structure of the questions with regards to the stated objectives of the study. The
experts who validated the instruments made constructive criticisms and perhaps,
corrections and suggestions which were effected accordingly.

3.7 Method of Data Collection

The data will be collected through face-to-face administration of BAT and BRT by
the researcher and research assistants Biology Achievement Test (BAT) will be
administered by the researcher and research assistants as Pre-test before the
treatment and Biology Achievement Test (BAT) will be administered as post-test
after the treatment. Thereafter, Biology Retention Test (BRT) will be administered
after one week of Biology Achievement Test (BAT) administration BRT will be
marked and recorded by the researcher for one week to enable him use the result
for data analysis.

3.8.1 Experimental procedures

The following procedures will be adopted in the course of collecting data for this
study. The researcher will first of all seek for permission from principals of the five
sampled secondary schools to enable him build his research programme without
interrupting with the school activities. After being granted the permission, the
researcher therefore will train the research assistants (Biology teachers) on how to
dissect a rat and reveal its digestive organs and their functions using offline virtual
Biology laboratory. This training will last for five days and these assistants will be
assigned to experimental group. While those schools subjected to control group,

41
the research assistants (Biology teachers) will be allowed to teach students using
traditional or conventional laboratory technique. After the training, the researcher
and his research assistants will carry out the administration of Biology
Achievement Test (BAT) before the commencement of the main treatment. During
the treatment, the research assistants trained to use offline virtual Biology
laboratory will be assigned to teach the students in the experimental group using
Offline virtual Biology laboratory technique. While the studentsin the control
group will be taught using Traditional Laboratory Technique. The entire treatment
process will last for seven weeks, week one for familiarization with the offline
virtual Biology Lab package, week two for BAT Pre-test, week two, week three to
four for treatments, week five for Biology Achievement Test (BAT) administration
as post-test, week six will be used for marking of BAT post-test and week seven
will be used for the recording of post- test scores. After one week of treatment and
BAT post- test, Biology Achievement Test (BAT) will be reshuffled and
administered as Biology Retention Test (BRT). The researcher will use another
one week to mark and record BRT for proper analysis.

3.8.2 Control of Extraneous variables

Extraneous variables are those unwanted factors or variables in any study that is
not controlled can affect the data negatively.

Teachers’ qualification variable effect: It can be controlled through the training

of the research assistants by the researcher before the commencement of the
treatment.

Researchers ‘variable: Factors such as researchers' behavior or appearance that

could affect participant’s behavior were avoided or controlled by the researcher not

42
directly or personally involved in the administration of the test rather the students
were taught by their regular teachers.

Pre-test and post-test effect: the pre-test items and the post-test items were the
same but the pre-test items were shuffled to obtain post-test items. All the question
numbers were shuffled in order to control the pre-test and post-test effect.

Participant effect: This occurs when the subjects for the experiment are aware
that they are being used for an experiment. In order to eliminate this effect the
regular Biology teachers of the schools will be trained and used for both
experimental and control groups this will make the students less suspicious of
being used for the study.

3.9 Method of Data Analysis

The researcher will use mean and standard deviation to answer all the research
questions. The mean and standard deviation will be considered to be the
appropriate statistic for this study. The mean is the most reliable measure of central
tendency and the standard deviation is the most reliable estimate of variability
Nworgu (as cited in Neboh, 2009). The analysis of covariance (ANCOVA) will be
used to test the hypothesis at 0.05 level of significance. Analysis of covariance
(ANCOVA) will be considered to be the suitable statistical tool for testing of the
hypothesis in this study based on the fact that, it is the most appropriate statistical
tool for analyzing data which are derived from pre-test, post-test, quasi-
experimental design. A four- point rating scale of Strongly Agree (SA, 4 pionts),
Agree (A, 3 points), Disagree (D, 2 points) and Strongly Disagree (SD, 1 point)
was used in weighing responses to items in the questionaire. Responses of each
questionaire items were analyzed according to the frequency and mean rankings.
First of all, total responses in each scale category (frequency) of every items were

43
tabulated. Next, the number of points allocated to each category was multiplied by
the frequency of each category (n). Lastly, the sum of these scores was divided by
the sum of the frequency for each category (∑N).

[ 4 xN ( SA ) ]+ [ 3 XN ( A ) ]+ [ 2 XN ( D ) ] +[1 XN ( SD ) ]
Mean ¿
∑N

A mean response below 2.50 was considered disagreement while a mean response
of 2.50 and above was considered as agreement.

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 CHAPTER FOUR

PRESENTATION OF DATA ANALYSIS AND DISCUSSION OF RESULT

4.1 INTRODUCTION

This chapter present the data collection through the use of questionaire
administrated to 25 Biology teachers out of the five selected schools on the
effectiveness of laboratory and resources in the teaching and learning of
biology in Otukpo Local Government Area, Benue State.

The presentation of data and analysis are hereby presented below.

Research Question One: Mean response from the biology teachers on the
achievement score of Biology students with offline virtual laboratory
technique and those taught without?

S/N Statement N SA A D SD Mean St. D Decision

1 Offline virtual laboratory 25 8 10 4 3 2.90 2.60 Agree
technique affects students that
were not taught
2 Offline virtual laboratory 25 15 10 0 0 3.60 1.70 Agree
technique makes learning
process more attractive and
improve research assessment
3 Students can access virtual 25 6 9 7 3 3.72 1.80 Agree
laboratory package with or
without network connection
4 They are difference between 25 14 8 2 1 3.40 1.70 Agree
students’ academic
performance of those that
were taught using VLT and
those taught with traditional
laboratory technique

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 Average Mean 3.40
From the table 1 above: The table reveals that the mean response of biology
teachers to each of the four items is above 2.50 while the average mean of the
response to the four items is 2.40. This indicates that biology teachers agreed that
there is a difference between biology students taught with offline virtual laboratory
techniques and those taught without.

Research Question Two: Mean response from the biology teachers on the
retention score of Biology students taught with offline virtual laboratory technique
and those taught without?

S/N Statement N SA A D SD Mean St.D Decision

1 Those that were taught 25 12 6 5 2 3.12 1.60 Agree
using offline virtual
laboratory technique can
easily revisit the learning
process at anytime
2 Offline virtual laboratory 25 12 3 7 3 3.0 1.60 Agree
technique helps students to
remember information
3 Students taught using 25 8 5 5 7 2.50 1.50 Agree
traditional laboratory
technique cannot easily
revisit the learning process
at anytime
Average Mean 2.90

From the table 2 above: The table reveals that the mean response of biology
teachers to each of the four items is above 2.50 while the average mean of the
response to the four items is 2.90. This shows that biology teachers agreed that
there is a difference in retention score between biology students taught with offline
virtual laboratory techniques and those taught without.

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Research Question Three: Mean response from the biology teachers on the
achievement score of male and female Biology student taught with offline virtual
laboratory technique and those taught without?

S/N Statement N SA A D SD Mean St.D Decision

1 The use of VLT improve 25 11 7 5 2 3.30 1.70 Agree
male and female students’
academic performance in
learning of biology
2 Offline virtual laboratory 25 6 8 7 4 1.90 0.80 Disagree
technique encourages male
and female students to
participate in the learning
process
3 The use of VLT stimulate 25 12 8 4 1 3.20 1.70 Agree
curiousity in the minds of
males and females biology
students and encourage
creativity
4 There are difference 25 9 10 3 3 2.90 1.60 Agree
between the males and
females students academic
performance using
traditional laboratory
technique
Average Mean 2.80

From the table 3 above: This shows that the mean response of biology teachers to
each of the four items is above 2.50 while the average mean of the response to the
four items is 2.80. But the ‘Offline virtual laboratory technique encourage male
and female students to participate in the learning process’ was mean of 1.90 which
is been disagreed by the biology teachers. This indicates that biology teachers
agreed that there is a difference between male and female biology students taught
with offline virtual laboratory techniques and those taught without.

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Research Question Four: Mean response from the biology teachers on the
retention score of male and female Biology student taught with offline virtual
laboratory technique?

S/N Statement N SA A D SD Mean St.D Decision

1 VLT helps to develop the 25 5 10 4 6 2.50 1.50 Agree
minds of male and female
biology students in the
aspect of mastery in other to
overcome tension
2 There is a difference 25 10 9 6 0 3.20 1.70 Agree
between male and female
students in learning of
biology when using VLT
3 Female biology students can 25 5 5 10 5 2.40 1.50 Disagree
easily remember the
practical aspect been taught
than the male students when
using VLT
Average Mean 2.70

From the table 4 above: This shows that the mean response of biology teachers to
each of the four items is above 2.50 while the average mean of the response to the
four items is 2.70. But the ‘Female biology students can easily remember the
practical aspect been taught than the male students when using VLT’ was mean of
2.40 which is been disagreed by the biology teachers. This indicates that biology
teachers agreed that there is a difference on the retention score between male and
female biology students taught with offline virtual laboratory techniques and those
taught without.

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4.2 DISCUSSION OF RESULT

Based on the responses from the biology teachers on the mean achievement scores
of biology students with offline virtual laboratory technique and those taught
without from table one shows that all the biology teachers agreed with the mean
score above 2.50 that there is a difference between those ones taught with offline
virtual laboratory technique and those taught without.

From the table two again, also indicates that the responses based on the retention
scores of biology students taught with offline laboratory technique and those taught
without is fully agreed which is above the mean of 2.50. The table three reveals
that, the responses from the biology teachers based on the achievement scores of
male and female biology students taught with VLT and those taught without is
agreed while they is a disagreed of offline virtual laboratory technique encouraging
male and female students to participate in the learning process.

The table four shows that, the responses from the biology teachers based on the
retention scores of male and female biology students taught with VLT is agreed
while they is a disagreed of female biology students that can easily remember the
pratical aspect being taught more than the male students when using VLT.

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 CHAPTER FIVE

SUMMARY, RECOMMENDATION, AND CONCLUSION

5.0 INTRODUCTION

In this chapter, the various finding is summarized; recommedations and

conclusion are equally made on the effectiveness of virtual laboratory and
resources in the teaching and learning of biology in Senior Secondary
School in Otukpo Local Government Area.

5.1 SUMMARY

The study aims at finding the effectiveness of virtual laboratory and

resources in the teaching and learning of biology in Senior Secondary
School in Otukpo Local Government Area of Benue State which focuses on
some selected schools like Wesley High School, Odumu Ocheibi Memorial
College Edikwu, Saint Paul Secondary School, Jesus College Secondary
School and Ewulo College in Otukpo Local Government Area of Benue
state.

Four research questions were put forward, questionaire was the only
instrucment used and data collected was analysed using mean and standard
deviation to get the final grade or score.

The research deals with perception of students on the effectiveness of virtual

laboratory and resources in the teaching and learning of biology in Senior
Secondary School in Otukpo Local Government Area. Experimental design
was adopted for the study questionaire was used to elicit response from
twenty five respondents (teachers).

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5.2 FINDINGS

The research questions generated were tested based on the results of the
findings as analysed by the respondents (teachers) from the sampled schools.
The data obtained from the research conducted deducted and the following
findings were made:

 The Government inability to provide school with the needed teaching aids
on the teaching of biology in senior secondary schools.
 The inability of the Government to employ more qualified teachers for
biology where vancacies exist.
 Most teachers are not dynamic in using various methods to carry out
practical biology.
 That many students performed woefully in virtual and traditional laboratory
practical due to lack of qualified experienced teachers.
 Many failed in biology as a result of irregularity in senior secondary schools
due to lack of enough laboratory equipments to work with.

5.3 RECOMMENDATION

With regards to the findings from the study, following recommendations

were made:

 Developers of learning package such as virtual biology laboratory package

should ensure high flexibility of the package. This will enable and improve
students, access to such packages in mobile devices and internet.
 Government and school administrators should assist schools financially by
providing funds needed for developing contextually relevant learning
packages and for training biology teachers on the development of such

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 packages, as their benefits to student’s learning of biology concepts are
enormous.
 Biology teachers should expose students to virtual learning strategies to
promote students autonomy to knowledge acquisition, discovery learning
and students centered instructional approach.
 Stuodents should endeavor to explore the opportunities offered by virftual
biology laboratory package. The package can be utilized for revision
purpose as well as individualized learning.

5.4 CONCLUSION

Results obtained from the data gathered indicates that biology students will
be able to access virtual laboratory package in Otukpo secondary schools
having functional computers laboratory for flexibilty of their access to the
package on internet and mobile devices will be low since the package does
not suport usage on such platforms. Also, thou it was expensive to develop
virtual biology laboratory package yet, the package still profitable
considering its unquantifiable benefits to students.

The major implication of this study for opening and distance learning is that
the flexibilty, accessibilty and cost effectiveness of virtual laboratory
package to enable learners acquire practical biology knowledge on any
electronic devices without stress irrespective of time and space if the
recommendations made are put into use.

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